Local control and accountability plan performance based budgeting
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Local Control and Accountability Plan: Performance Based Budgeting. California Association of School Business Officials . LCFF Important Facts. LCFF replaces revenue limits and most state categorical programs LCFF is designed to improve student outcomes Simplicity to aid in transparency

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Local Control and Accountability Plan: Performance Based Budgeting

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Local Control and Accountability Plan: Performance Based Budgeting

California Association of School Business Officials

LCFF Important Facts

  • LCFF replaces revenue limits and most state categorical programs

  • LCFF is designed to improve student outcomes

    • Simplicity to aid in transparency

    • Equity through student-focused formula

    • Performance through aligned program and budget plans

    • Local flexibility to meet student needs

  • LCFF implementation will take time, but begins now


Revisiting LCFF

Greatly simplifies state funding for local educational agencies (LEAs)



Grade Level

Per Student Base Amount

Demographics(Low income, English Learner, and/or Foster Youth)


Changes Made by LCFF

LCFF Supplemental provided to address needs of English Learners, low income, and foster youth

Categorical Funding for specific purposes with many rules

LCFF Base Grant is the same for every local educational agency with adjustments based on grade level

Revenue Limit, based on historical amounts per student with many adjustments




Local Control and Accountability Plan

  • Williams requirements

  • Implementation of the academic content and performance standards adopted by SBE

  • Parental involvement

  • Pupil achievement

  • Pupil engagement

  • School climate

  • The extent to which pupils have access to, and are enrolled in, a broad course of study

  • And, pupil outcomes, if available, in the subject areas comprising a broad course of study

  • PLUS for COEs:

    • Expelled Pupils: Coordination of instruction of expelled students (County Offices of Education only) (Priority 9)

    • Foster Youth: Coordination of services for foster youth students (County Offices of Education only) (Priority 10)








Keys to Performance-Based Budgeting

  • Data with analysis

  • Persistence

  • Understanding of planning and performance assumptions

    • Theory of action, logic model, etc.

  • Criteria for evaluation

    • Starting with priorities and values

    • Expectations

    • Information to evaluate

  • Stakeholder engagement

  • Simplicity over complexity


Local Control and Accountability Plan

  • Encourages telling a story of support, impact, and improvement

  • Emphasis on good planning, communication, and engagement

  • Organization:

    • Stakeholder Engagement

    • Goals and Progress Indicators

    • Actions, Services, and Expenditures


LCAP Section 1: Stakeholder Engagement

  • Describe in the LCAP the process used to engage the community, including meeting requirements of statute, in developing the LCAP

  • Describe how this engagement contributed to the development of the LCAP

  • LEAs must still describe goals and actions around the state priorities of parent involvement and pupil engagement which must be detailed in sections 2 and 3


Helpful Tip

  • Be prepared for authentic engagement

    • Don’t ask stakeholders for input you don’t have a plan for using!

  • Authentic engagement requires us to be purposeful in order to answer:

    • To what end do we plan to engage people?

    • What do we hope to achieve?

    • Based on what contributions?

  • In other words, authentic engagement reflects that stakeholder contributions matter


LCAP Section 2: Goals and Progress Indicators

  • Set goals (annual and long term) around state and local priorities

  • Identify metrics for measuring progress towards goals

  • Review past progress and adjust if necessary

  • LEAs must create goals for all school sites and subgroups identified in Education Code Section 52052, but may group and describe these goals together as appropriate


Helpful Tip

  • Goals are fundamental issues that LEAs choose to address.

    • They provide direction for how to pursue a larger, more abstract vision – “Where are we going?”

  • Outcomes are clear, concrete statements of what will be different or improved for students.

    • What will they know, accomplish, or be able to do differently?


Helpful Tip

  • Metrics are statements about what LEAs will measure to determine

    • How well their efforts/strategies are achieving desired outcomes for students

    • Metrics will allow LEAs to communicate annual progress, analyze successes and challenges, and make appropriate modifications to actions and services


LCAP Section 3 (A) and (B): Actions, Services, and Expenditures

  • Identify actions and services to support the goals

  • Identify expenditures to support the actions and services and describe where these expenditures are included in the LEA’s budget

  • Review past progress and adjust if necessary


Helpful Tip

  • Consider performance based thinking

  • LCFF is an opportunity (and possibly an incentive) to implement a performance based budget

    • Fund that which contributes most to performance

  • How do we currently factor in performance to our budgeting?

  • What would it look like to plan for performance?

    • Procedures

    • Culture

    • Budget


LEA Planning Cycle

Adoption of Vision/Story & Goals

Assessment of Needs and Capacity

Identification of Desired Outcomes for Students

Identification and Selection of Evidence-Based Services and Actions

Celebration of Success and Appropriate Modifications

Monitoring of Progress

Identification of Metrics for Measuring Progress

Implementation of Programs and Practices

Expenditure Decisions to Support Services and Actions


Helpful Tip

  • Clearly Communicate

    • Planning process goals, activities, and timeline

    • Any specific decision-making parameters

    • Who will participate in a core Planning Coordination Team

    • Who will facilitate the process

    • The basis for stakeholder involvement and selection

    • Expectations for stakeholder contributions

    • The decision-making process and authority

    • Ways of raising constructive questions or concerns

    • Progress made over time


Implementation of LCFF

  • Local educational agencies will develop budgets and plans in 2014-15 reflecting LCFF funding and structures

    • Spending regulations will guide expenditure planning

    • LCAP will share story – explain how resources contribute to goals, demonstrate equity, and support transparency and simplicity

  • Governor’s Budget substantially builds on LCFF implementation


Next Steps to Support Implementation

  • Guidance Materials Development

  • Permanent Regulations Process

  • Rubric Development

  • California Collaborative for Educational Excellence


For More Informationlcff.wested.orgwww.cde.ca.gov

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